9/1/2021 – 7/30/2024
$249,266
This study aimed to examine the disproportionality in disciplinary actions against Black students, with a specific focus on determining whether teacher bias is a contributing factor that can be mitigated. The research began with a randomized control trial (RCT) intervention, wherein professional development sessions focused on raising teacher awareness about teacher bias and disproportionate disciplinary behavior were conducted in treatment schools in year 1 and control schools in year 2. The intervention was strategically designed to cultivate a more inclusive and respectful school environment, with the overarching goal of addressing and potentially reducing disparities in disciplinary outcomes. However, due to a lower-than-expected number of participants, the study lacks sufficient statistical power to conclusively attribute any observed reductions in disciplinary actions to the intervention.
Complementing the quantitative approach, we developed and employed structured interview protocols to facilitate a qualitative analysis, aimed at capturing the nuanced perspectives of school administrators, teachers, and students regarding disciplinary practices. These qualitative insights are integral to contextualizing the disciplinary measures within broader school dynamics and uncovering potential biases that may not be immediately apparent through quantitative data alone.
The quantitative analysis will now employ hierarchical linear modeling (HLM) to explore the extent to which teacher bias, particularly as it pertains to race, influences disciplinary outcomes for Black students. This method allows for a sophisticated analysis that accounts for the nested structure of educational data, enabling the identification of patterns of bias at multiple levels (student, classroom, and school).
While the final results will be forthcoming following the completion of the fall semester, preliminary findings suggest that Black students continue to face disproportionate rates of disciplinary actions across various educational settings. The implications of this research offer critical insights into the role of teacher bias in perpetuating these disparities and informing the development of targeted interventions aimed at fostering more equitable disciplinary practices within schools.